You will engage in discussion about awareness, understanding, and respect for patients of varying values while utilizing contextually appropriate behaviors,
You will engage in discussion about awareness, understanding, and respect for patients of varying values while utilizing contextually appropriate behaviors, tools, techniques, and dispositions that have been somewhat altered in light of the COVID-19 pandemic.
You will draw on our primary texts for this course as well as The Plight of a Hospital Chaplain During the Coronavirus Pandemic Download The Plight of a Hospital Chaplain During the Coronavirus Pandemicarticle by a healthcare practitioner who served during the pandemic to synthesize discipline-appropriate methods for providing care to patients while they cannot be interpersonally present with them in the room.
By doing so, you will increase your capacity to be supportive of your patients from varying belief systems – even under unique circumstances, such as a pandemic. Moreover, you will be challenged to think further about the implications that such unique circumstances may have for your other social roles and relationships.
Discussion
To complete this assignment, you must seriously consider the journey you have been on so far as an undergraduate to explore various religio-cultural backgrounds both in and beyond the classroom.
You will need to consider how your exposure to examples of patients from different religious and cultural backgrounds via your healthcare experience as well as your initial survey of our course modules has helped you to understand the person-centered nature of patients’ healthcare needs.
This will entail reflection on what approaches you can use to gain awareness, understanding, and respect for patient-specific values.
Questions for Reflection
In light of all this, an exemplary assignment submission will provide substantive answers to the following questions:
How do you comfort those who are suffering when you’re not allowed in the room?
What might it look like for you to provide care in moments of suffering that goes beyond concern for the body and mind to also include care for the spiritual/religious dimension of patients?
Based on your experience and what you have read for class today, how might this additional component of spiritual/religious care be explained as an essential feature of taking a person-centered approach to patient care?
GEA 1 – Self-Reflection Assignment
GEA 1 – Self-Reflection Assignment
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCommunicationStudents will produce well-organized, well-developed statements that reflect the appropriate use of language to clearly present specific ideas/concepts to distinct audiences.
8.75 pts
Proficient
The student demonstrates a thorough understanding of the context, audience, and purpose of the assigned task. The student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. The student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. The student demonstrates skillful use of high-quality, levant sources to develop ideas and language that skillfully communicates science with very few if any, errors.
4.2 pts
Developing
The student demonstrates an adequate understanding of the context, audience, and purpose of the assigned task. The student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. The student demonstrates a fairly consistent use of important conventions such as organization, content, presentation, and style. The student demonstrates the use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to the audience with some errors.
1.4 pts
Novice
The student demonstrates minimal attention to context, audience, purpose, and the assigned task. The student uses appropriate and relevant content to develop simple ideas in some parts of the assignment. The student attempts to use a consistent system for basic organization and presentation. The student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage.
8.75 pts
This criterion is linked to a Learning OutcomeCritical and Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.
8.75 pts
Proficient
The student states an issue or problem clearly and comprehensively, providing all relevant information for a full understanding The student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. The student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. The student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order.
4.2 pts
Developing
The student identifies the problem to be considered critically, but the description has some omissions or needs additional clarity. The student gathers information that is most appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. The student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information.
1.4 pts
Novice
The student states the problem to be considered without clarification or description. The student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. The student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. The student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented.
8.75 pts
This criterion is linked to a Learning OutcomeProblem-SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.
8.75 pts
Proficient
The student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. The student identifies multiple approaches to solve a problem that applies within a specific context. The student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. The student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. The student thoroughly reviews results relative to the problem with specific consideration of need for further work.
4.2 pts
Developing
The student demonstrates the ability to construct a problem statement with evidence of the most relevant contextual factors. The student identifies multiple approaches to solving a problem, only some of which apply to a specific context. The student proposes a solution/hypothesis that indicates comprehension of the problem. The student provides a solution that is adequate and addresses multiple contextual factors of the problem. The student reviews results relative to the problem with some consideration of the need for further work.
1.4 pts
Novice
The student demonstrates a limited ability to identify a problem statement or related contextual factors. The student identifies approaches for solving the problem that does not apply to the specific context. The student proposes a solution/hypothesis that is vague and difficult to evaluate. The student provides a superficial solution that is implemented in a manner that does not directly address the problem statement Student reviews results superficially with no consideration of the need for further work.
8.75 pts
This criterion is linked to a Learning OutcomeIntegrative and Applied LearningStudents will make connections among ideas and experiences to synthesize and transfer learning to new, complex situations within and beyond the classroom.
8.75 pts
Exceeds Expectations
The student meaningfully synthesizes connections among experiences outside of the formal classroom to deepen understanding of fields of study and to broaden her/his own points of view. The student independently creates wholes out of multiple parts or draws conclusions by combining examples, facts, or theories from more than one field of study or experience. The student independently adapts and applies skills/ abilities/theories/methodologies to solve difficult problems or explore complex issues in original ways. The student communicates strategically and in a way that enhances meaning, making clear the interdependence of language and meaning, thought, and expression. The student envisions a future self, building on past experiences that have occurred across multiple and diverse contexts.
4.2 pts
Satisfactory
The student effectively selects and develops examples of life experiences from a variety of contexts to illuminate concepts/theories/frameworks of the field of study. The student independently adapts and applies skills/abilities/theories/methodologies from more than one field of study. The student uses skills and knowledge in one situation in a new situation to contribute to solving and understanding problems. The student communicates appropriately and connects content and form in a basic way, demonstrating awareness of purpose and audience. The student evaluates changes in her/his learning over time, recognizing different contextual factors.
1.4 pts
Needs Improvement
The student identifies connections between life experiences and academic knowledge and ideas perceived as similar and related to her/his own interests. The student presents examples/facts/theories from one academic field of study when prompted. The student uses skills and knowledge in a basic way in new situations. The student fulfills assignments in an appropriate form. The student describes self-performance with general descriptors of success and failure.
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